Research On The Application Of Social And Emotional Learning In Senior High School History Teaching

Under the background of the new college entrance examination reform,the traditional teaching mode of emphasizing cognition over emotion,ability and other non-cognitive fields has gradually developed to the mode of integrating teaching and evaluation under the guidance of quality,and laying equal stress on education,so as to better penetrate moral education and complete the fundamental task of establishing morality and cultivating people.Therefore,the cultivation of non-cognitive field ability has become a new research focus,among which the more mature one,It is the theoretical framework and curriculum system of "Social and Emotional Learning"(hereinafter referred to as SEL).However,due to the tense class hours in high school and the high pressure of competition,the conditions for carrying out independent social emotional learning courses are not yet available,and after graduating from high school and entering the university,students are faced with their own emotional adjustment and social adaptation in advance,which requires students to master certain social emotional ability.History,as a humanities and social discipline that takes into account the individual and society,tradition and modernity,China and the world,has become a major subject in the new college entrance examination reform.Therefore,it is of great value to integrate the analytical framework,training methods and evaluation methods of social emotional learning into the history teaching of senior high school,and finally create a new curriculum model that attaches equal importance to teaching and education.Therefore,the purpose of this study is to use the theoretical connotation and analytical framework of SEL to examine the application status of history teaching in senior high schools,and improve the teaching+education model of teaching evaluation integration under the guidance of the five core qualities of history.This paper focuses on three issues:(1)Is there a suitable soil for the application of social emotion learning in the history teaching of senior high school?(2)From the perspective of social affective learning theory,what are the shortcomings of traditional high school history teaching in "educating people" and what is the direction for improvement?(3)How to rely on the mature social and emotional learning curriculum model,design the history teaching curriculum process suitable for the social and emotional experience of senior high school students,build the thinking mode and task activities leading to the core quality of the history discipline,conduct more comprehensive teaching evaluation,build a student-based classroom,and implement the education task.Focusing on the research issues,this study,on the basis of sufficient literature research,first uses the relatively mature analytical framework of Shanghai for reference,and combines the requirements of history teaching,defines the coding of SEL,and combs out the connection points between history teaching and SEL in senior high school.Secondly,according to the mature SEL curriculum observation scale,select the random class in the author’s school and the high-quality class in the middle school history teaching garden for classroom observation,so as to comprehensively analyze the direction of curriculum improvement.Finally,relying on the above research results and drawing on the mature curriculum design of Professor Mao Yaqing’s team at Beijing Normal University,the SEL curriculum model,teaching design and activity system that are more suitable for history teaching in senior high school have been initially formed.The findings and conclusions of this study are as follows.First,the history teaching in senior high school under the new college entrance examination reform has a very high internal relationship with the 19 sub-competence points of the five dimensions of SEL in terms of core literacy,The five core accomplishments of history discipline are five in one,closely surrounding the fundamental task of cultivating people by virtue.SEL course provides practical strategies and evaluation tools for group activities arrangement,teaching task design,data reading analysis and social adaptation practice of history discipline from the perspectives of people,people and collectives,and people and society.In terms of curriculum objectives and textbook compilation,senior high school history curriculum has rich SEL resources,among which the five sub-abilities of appreciating differences,solving problems,tenacity,moral quality and analyzing situations are the most abundant.Under the guidance of the unit concept,appropriate resources can be excavated and integrated into history teaching.Therefore,the application of social emotional learning in senior high school history teaching has sufficient growth space.Second,from the perspective of social emotional learning,the existing history teaching in senior high school has five deficiencies: emphasizing knowledge imparting over emotional resonance in the teaching idea;emphasizing historical data piling over scene construction in the teaching method;emphasizing extracurricular knowledge over textbook text in the teaching content;emphasizing teachers’ supervision over students’ initiative in the teaching subject;emphasizing test results over process evaluation and practical experience in the teaching evaluation.It is necessary to work together from the five main bodies of teaching management departments,schools,teachers,community parents and students to build a student-oriented teaching model with equal emphasis on teaching and education,unity of knowledge and practice.Third,on the basis of the existing research results,this study has established four principles: student-oriented,equal emphasis on emotion and intelligence,student-student interaction,teacher support,in-depth details,spanning the past and the present,inclusive,and multiple evaluation,relying on activity theory to build a student-oriented integrated teaching model system of curriculum teaching evaluation with the "future bank" regulation project as the core,and designed preview experience,scene introduction,exploration interaction,display evaluation Summarize and implement the teaching process of five links.According to these five processes,complete the teaching design of the two courses "Politics,Economy and Culture during the reign of the Northern Warlords" and "The Second World War and the Formation of the Post-war International Order",so as to initially try the theory,method and evaluation model of social emotional learning under the guidance of the historical discipline of national feelings and historical interpretation,to help students experience history,simulate social decision-making,and produce emotional resonance,Cultivate responsible citizens of the new era.